Supplemental Instruction at Uliége: Measuring Implementation Fidelity in Peer-Assisted Study Session
Roč.31,č.3(2026)
Peer Learning in Higher Education: Redefining Peers, Expanding Opportunities, and Mapping the Limits
Since 2019, Supplemental Instruction – Peer-Assisted Study Sessions (SI-PASS) has been implemented across four faculties at the University of Liège. Previous evaluations relied mainly on attendance records and self-reported questionnaires, offering limited insight into the actual dynamics of the sessions. To address this gap, 41 SI-PASS meetings were video recorded and analyzed using Noldus Observer XT. Through a structured observation grid, this study provides a rare process-level view of peer learning, examining leader behaviors, interaction patterns, and adherence to SI-PASS core principles. The results reveal moderate rather than full compliance with the official model, as leaders frequently adapted or shortened prescribed practices to meet contextual demands. These findings suggest that the ULiège implementation represents a local variation of SI-PASS, underscoring the importance of fidelity checks and process evaluation for interpreting outcomes accurately. The study highlights the need to strengthen student-led facilitation in leader training, ensure adequate session time, and clarify what constitutes authentic SI-PASS practice to enhance both academic and social benefits for students.
SI-PASS; peer-learning; video; implementation;; observation
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